Using Running Records
To Inform
Guided Reading Instruction
What they know
And
How they know it
Reading Work
The reader
Picks up and uses information,
Monitors the reading, making
decisions,
Activates self-correcting to revise a
prior decision.
TEXT
Visible Items
Reading Vocabulary
&
Writing Vocabulary
&
Visual Patterns
Invisible Relationships
Using Schemas
&
Meaning
&
Structure
&
Expect to See
Analyzing Running Records
•Collect evidence
•Analyze the evidence
•Make a decision
Guided Reading Intent
• Place students into small groups based
on their reading level
• Carefully selected text that allows child
to acquire strategies to build
– independence,
– fluency, &
– comprehension
Strategic Processing
 Monitoring
 Searching
 Cross
Checking one source of information
against another
 Self Correction
 Integration
QuickTime™ and a
DV/DVCPRO - NTSC decompressor
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Analyzing Running Records
Behavior
Sources of
information
Strategic
Processing

Cuando

estuvo AC
Laura estaba

había
Behavior
Repeat
Sub. estuvo
estaba
Sub. muchos
mucho
muchos AC
mucho

en

la

R
escuela

ruido.
Processing
SM/ searching /SC
Source of Info.
MS/V (f)
SM & CC
MS/V (f)
SM & CC
MS/ V (f)

Cuando

había

estuvo AC
Laura estaba
muchos AC
mucho

en

la

R
escuela

ruido.
T: me gusto como te fijaste (SM)
que no se veía bien
Estuvo tiene sentido pero no se ve
bien en lo final.
El ratón subió
y el gato siguío
El ratón bajó
y el gato lo siguió
El ratón brincó
y el gato lo siguió
El ratón corrió
y el gao lo siguó
El ratón pasó
y el gato lo siguió
El ratón se lanzó
y el gato lo siguió
El ratón se escondió
y el gato se atoró
Pobre gato atorado…
Se quedó sin bocado.
Group Practice
In small groups, note behaviors revealed in
the Running Records provided.
Determine what strategies were used.
What will you need to focus on during
Guided Reading for this student?
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Behavior
Sources of
information
Strategic
Processing
Guided Reading Framework
Pre-reading:
• Modeling a particular strategy
• Introducing Text
During Reading:
• Children reading softly
• Teacher noting strategies used and neglected
• Teacher prompting individual children
(scaffolding) to apply neglected strategy
during reading
Post Reading:
• Comprehension questions
• Addressing strategy covered
We will see what
we are looking for.
Running Records
allows us to be
neutral observers.
Running Record
analysis allows us
to be focused in
our teaching
Qui ckTime™ and a
TIFF ( Uncompressed) decompressor
are needed to see this pi cture.
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Guided Reading